大班幼兒社會情緒學習介入方案對其社交技能與問題行為之介入成效

Effects of a Social-Emotional Learning Intervention on the Social Skills and Challenging Behaviors of Kindergarten Children: A Quasi-Experimental Study

幼兒之社會情緒能力被視為預測其未來學業成就與心理健康的核心指標。本研究旨在探討一項為期12週的社會情緒學習（Social and Emotional Learning，簡稱SEL）介入方案，對5至6歲大班幼兒社交能力與情緒調節發展所產生的影響。為確保研究效度，研究採用不等組前後測準實驗設計，以93名大班幼兒為研究對象。在介入過程中，實驗組參與基於社會情緒學習協作組織（Collaborative for Academic, Social, and Emotional Learning, CASEL）所提出之核心架構設計之情緒教育課程，而對照組則維持幼兒園例行課程，未接受結構化之SEL介入。研究結果顯示，透過系統化的介入課程，實驗組在自我控制與合作行為方面的得分顯著提高，而外顯問題行為則顯著減少，研究結果支持普及型社會情緒學習課程在提升幼兒社會情緒能力之介入成效，並為其順利銜接小學一年級提供了實證支持。

In the current landscape of early childhood education, children's social and emotional competencies are increasingly recognized as core predictors of their future academic achievement and mental health. This study aimed to investigate the impact of a 12-week Social and Emotional Learning（SEL）intervention program on the development of social skills and emotion regulation among older preschool children aged 5 to 6 years. To ensure internal validity, a non-equivalent control group pretest-posttest quasi-experimental design was employed with a sample of 93 participants. During the intervention phase, the experimental group received a structured emotional education curriculum grounded in the Collaborative for Academic, Social, and Emotional Learning（CASEL）framework, whereas the control group continued with their standard preschool curriculum. The results demonstrated that following the systematic intervention, the experimental group exhibited significantly higher scores in self-control and cooperative behaviors, alongside a significant decrease in externalizing problem behaviors. These findings support the positive efficacy of universal SEL programs in fostering young children's social-emotional competencies, thereby providing empirical support for their successful transition to primary school.